A collection of my thoughts on our life- long learning journey. http://www.homeschoolblogger.com/journaloflife/ en-us Homeschool Blogger Fri, 15 Aug 2008 03:19:00 -0500 Fri, 15 Aug 2008 03:19:00 -0500 Well here I am after eight months.  I haven't been away or anything.  Just couldn't remember my password!  All of a sudden it came to me and it was right.  Amazing!  I usually write them down but hadn't done that.  I have this time!  I even started a new blog, which I will now delete.  Need to reshuffle this one too and add some new categories to reflect the journey of our life over the last eight months.  It's been am amazing time and I'll tell you all about it soon.  Promise! http://www.homeschoolblogger.com/journaloflife/575150/ Fri, 15 Aug 2008 03:19:00 -0500 http://www.homeschoolblogger.com/journaloflife/575150/ This is part two of a conversation I had with a friend recently.  Please read part one first so this makes sense! "Do you find that because the kids are allowed to choose what interests them, their learning programme is biased toward that interest?  Like I mean if  "S" likes art n craft which she does I know, does she do more of that than other types of learning?" L: "Probably. Yes.  But what's the problem with that?  Because she's interested, she learn all she needs to know about a subject, and retain that knowledge for a much longer time, then if I was simply to stuff boring facts into her brain.  That's not learning what they need to know for life, that's just stuffing useless (to them anyway) facts into their head and making the learning process something to be endured, not enjoyed." "Don't you worry about the 'gaps' in the kids' education?" L: "No.  Every single person in the whole world has educational gaps.  No one can retain every fact in the world, or every bit of knowledge about any given subject.  If the kids love to learn and know how to learn what they need to know, when they need to know it, then they will do just fine I reckon.  Having said that, of course we go back to the minimum requirements, like Math for instance.  To function in society, people should have a certain standard of mathematical knowedge, so I'll make sure my kids have at least that minimum requirement.  Same for language arts, Bible knowledge etc." "I take it that making sure your kids are 'keeping up' with the Grade level of their age group isn't a priority for you?" L: (Gentle, ladylike snort) "Hardly.  I have no idea where  "S" is compared to other kids in Grade 6 level or whatever.  It's not important." "So really, you most definately learn in more of a 'Natural Learning' style." L: "Well yes and no.  I think sometimes Natural Learning can be abused.  Yes I want the kids to learn what interests them but also there are minimum standards they  need to maintain.  I don't let them just run amuck and do whatever they please - not that I'm saying Natural Learners do that but some Natural Learning families do take the concept to the extreme." "So you do a lot of responsible natural learning, I see you also like to favour the Charlotte Mason stuff, and unit studies too.  Sounds an awful lot like Leadership Education to me, which is designed to teach kids how to think for themselves and make responsible choices.  In other words how to lead in society, their peer group or whatever, not follow like senseless sheep." L: "Is it?  Well that's nice.  I've never labelled it that, it's just my way of doing things.  We're all happy with it and it works." Sounds good to me.  Just as a good proof of this, L's oldest son has just been accepted into a technical high school - his own choice to return to institutialised learning- for his senior qualifications.  It's a college with Science and Math majors where only the brightest students are accepted.  The college is not classroom type learning but very hands on, mentor led group learning where initiative, individual thinking and leadership are promoted. Good job mum! http://www.homeschoolblogger.com/journaloflife/441616/ Sun, 9 Dec 2007 18:03:00 -0600 http://www.homeschoolblogger.com/journaloflife/441616/ I've presented L's information in a conversational format for ease and broken it into two entries so it's easier to read.  This isn't verbatim but is the 'gist' of our conversation.   L: "Firstly, I don't schedule the stuff my kids have to learn each day.  I do schedule a time block where learning should take place but not what they do in that time."  "So you give them, say.....three hours a day, where they are expected to be engaged in some learning activity" L: "Yes.  Sometimes it's less than that, sometimes more, depending on how interested the kids are in what they're doing."  "So you mean they can learn whatever they want, do whatever subjects they want?' L: "Yep" "But do you have any 'required' subjects they must do each day" L: "No not really.  But I do have a plan in my mind of what I would like the kids to have achieved by a certain time.  For instance I want them to have done at least 3 sessions of Math each week.  If days go by and the kids haven't done any of what I think should be done, I'll say for instance....right, you haven't done any Math for a while, today we are going to do Math. As a general rule though, as long as the kids can justify to me what they have done and why they have done it, okay.  Now take my youngest boy "A", the other day he spent four hours making a kite and trying to figure out how to make it fly.  In the end he was getting upset because no matter what he did, he couldn't make it work, so I stopped him at that point.  He was unhappy with what he'd achieved that day until his older brother told him that he hadn't spent four hours failing to learn anything. He'd spent four hours finding out all the ways and reasons why a kite will not fly!  He was much happier after that." "But what if the kids decide that they're learning for today might be to sit and watch telly?" L: "Not an option.  There are certain things that we have discussed and 'deemed' to be acceptable learning activities, and certain things which are not.  They've tried many different ways to describe playstation as a learning activity believe me!" "Aha!  So you do have certain standards in your homeschool, certain minimum requirements that the kids must achieve?" L: "Yes.  Doesn't everybody?" "No.  What about books? Is it okay for them to read a book for the whole learning period?" L: "Yes as long as it's a book that we've decided is a worthwhile book to read.  I have a certain area for books which we have decided would be good  for the kids to read.  They are free to choose any books from there.  Again, as long as they can justify to me what they have learned and why." "What do you mean by 'justify?" L: "Well I sit down with each of them at the end of each learning time and ask them what they have done, what they have learned, why did they want to do that today....that sort of thing." "So you get the kids to narrate back what they've learned." L: "Yes.  Sometimes in a very informal manner.  Like if "A" is reading a book I might ask him what he thought about the characters, about the story.  Sometimes I get my older boy to write it out but he's more mathematically inclined so language arts aren't a big thrill for him." "Do you read-aloud any books with your kids?" L: "No. Never done that. " "Do you use any curriculum for different subjects?" L: "Yes.  We use Math U See for Math, and a grammar programme.  Apologia Science is a great one for Science.  "N" as you know is a natural in Math & Science and he's found that series great." "So whatever you've chosen for your 'core' subjects (I guess you could say the ones that you have a minimum work requirement for-however fluid that requirement is) is on the shelves with their other interest-led stuff, and the kids are free to decide when they will do those subjects?" L: "Yep." "Do you do any unit studies?" L: "Yes.  Again according to the kids' interests.  My daughter "S" loves Geography and I reckon would spend all her time doing stuff like that if she could.  Often they'll come to me and say something like 'Hey mum, can we do something on Geography?'  I'll then prepare a Geography, History, whatever...unit for them and we all do it together.  If they want to study something in particular, they must give me sufficient warning so I have time to prepare it.  We tend not to use the internet much and go to the library frequently." "So you drop everything when they display an interest in a subject and run to the library." L: "No.  If I'm too busy I'll tell them to wait until the next time we go to the library."   More in next entry. http://www.homeschoolblogger.com/journaloflife/441611/ Sun, 9 Dec 2007 18:00:00 -0600 http://www.homeschoolblogger.com/journaloflife/441611/ Sometimes the most amazing things happen, seemingly by chance, but as a Christian, I know that it's not a co-incidence but a God-incidence!  If you've read any of my other blog entries, you'll know that I'm researching Leadership Education.  I was sitting with a group of home ed mums, nattering while our kids were in their home ed drama class and a good friend of mine -who I have known for eight years or so - said something that caught my attention.  "Just exactly how do you learn in your homeschool?" I asked, realising that in all that time I had never gained a full understanding of what she does with her kids.  For the next hour I listened spellbound as she explained her learning processes.  They learn using a variation of the Leadership Education method.  She had never called it that specific term, had not known of that term or anything about it.  She just does things 'her way' and it is precisely what I understand LE to be about.  Amazing!  While I still have the conversation fresh in my mind, I am going to write down the 'gist' of what she said and put in on this blog.  Stay tuned! http://www.homeschoolblogger.com/journaloflife/441563/ Sun, 9 Dec 2007 15:29:00 -0600 http://www.homeschoolblogger.com/journaloflife/441563/ I've been reading and researching a great deal lately about a style of Eclectic Education called 'Leadership Education'.  I purchased a set of E-Books by Kerry Beck and have been pouring through them to gain my own understanding of what Leadership Education is and how it can be put into effect in our own homeschool.  Here are some things I have discovered. Leadership Education is an eclectic style of education which uses teaching methods commonly employed in Charlotte Mason, Christian Classical and the Unit Study methods.  There are three steps/phases in Leadership Education (LE) 1.  Model/Nurture  You must yourself model the behaviour & values you expect to grow in your children. This includes character traits, your walk with Christ, your desire to learn.  If your kids see you reading and learning and enjoying it, they will too!  If they see you neglecting your walk, your communion with God, they will too!  Every parent is a role model for their children.  Are we positive or negative role models?  It's never too late to start. 2.  Teach/Equip  As well as modelling attitudes, values and behaviours, we must teach them certain things for a productive life.  Life skills, Academics and Goal setting are important things we can teach them. 3.  Coach/develop.  We must learn to listen to our children and their ideas.  We should tailor a great deal of their studies to their own interests (Interest led Unit Studies) so that they learn to love learning and are interested in what they are doing.  As well as interest led studies, there should be a certain amount of 'Required' studies in our homeschool.  These studies are non-negotiable and should be decided upon my the parents as necessary for their family.  That may cover things like, Bible study, Math, Grammar etc.  We should develop a  plan for personal growth for our children, as well as modelling our own personal growth plan for ourselves.  Set goals for things we want to achieve and work toward them, and teach the kids to do the same. There are certain steps to undertake in LE. 1.  Character development should come first.  Assess character traits in your child and work on the ones which need attention, before Academics.  Ways we can do this would be to focus on a Character trait for a specified time period, say one month.  Memorise relevant Bible passage/s for that trait.  Give practical application for that trait ie: if it's responsibility, give the child skill appropriate, responsible tasks.  Use a reward chart to reward when the child demonstrates this trait.  I think a reward system even works for Teens.  The rewards are just different than for little ones.  I know it works for our girl ! Academics should wait until the character traits have been addressed.  If the child is older then focus on the Character traits first and Academics after that each day. There's lots more to be learned and written about this subject.  So more later. http://www.homeschoolblogger.com/journaloflife/414071/ Wed, 24 Oct 2007 00:46:00 -0500 http://www.homeschoolblogger.com/journaloflife/414071/ I've just been random surfing some of the blogs on this site and wow, are some of them amazingly clever and inventive!  Here I am, just figured out how to upload the photos on my blog and change the text colour and I see some blogs that have completely different templates and backgrounds (really pretty country ones too) and even play songs!!!!  Now how do they do that??? I'll have to do some investigating.  I think I have blog envy. http://www.homeschoolblogger.com/journaloflife/400097/ Sun, 30 Sep 2007 02:41:00 -0500 http://www.homeschoolblogger.com/journaloflife/400097/ The Classical Approach This revival of ancient Greek teaching methods and the medieval scholastic curriculum is often attributed to the writing of Dorothy Sayers' essay entitled "The Lost Tools of Learning".  All subjects are taught concurrently, but are divided into phases corresponding to the classical Trivium.  The Classical Approach encompasses the three formal subjects of the Trivium: Grammar (Latin and Greek).  The student is taught to carefully observe and memorize details.  Logic (also called Dialectic) (informal fallacies and formal symbolic logic) is the next phase.  In this the student is taught the rules of logic and reasoning, to explore the hows and whys of nature and history, learn the proofs of geometry, to become a discriminating reader and learn to think carefully when writing and speaking.  The final stage is the Rhetoric.  This is composition, oratory and debate.  Expression and presentation of the knowledge obtained and evaluated in the first two phases is developed.  These are the three formal tools which students then use to teach themselves.  The formal Classical Trivium is introduced at different levels.  Formal grammar is introducted at about age 10, formal logic at about age 13, formal rhetoric at about age 16.  As you may be aware, the traditional Classical Approach has its roots in Greek philosophy, a world view not in agreement with Christianity.  It has been adapted to suit the Christian worldview quite successfully.  The Bluedorn family have written and published extensively on this approach. The earlier versus later formal academics debate.  There are some who believe we should introduce every child to formal-academic classroom-structured instruction from as early an age as possible, certainly by four years of age.  They believe time is wasted if we wait.  They believe the early years are academically very important.  Others believe we should delay formal academic instruction until eight to ten years of age.  Research indicated that if we start formal academics too early it causes developmental problems.  Stress is placed on the child's systems which are not yet fully developed, such as vision, hearing, nerves and coordination.  Early years are better spent in reading to children, doing fun projects, learning household management chores, doing service to others, training in proper behaviour and importantly, character development.  If we lay a good foundation of self-discipline and moral character, the academic instruction of later years will be more productive. The Extensive Reading method.  In this method, basic reading and writing and math skills are taught separately.  Other subjects are studied by reading well chosen books that cover all areas of knowledge in a clear and interesting way.  For young children, the parent reads aloud and the child narrates back what he had heard.  A discussion of principles revealed in the reading follows.  Both the Charlotte Mason and Christian Classical styles employ elements of this method. Programed courses.  Programed courses arrange information in a sequence of very small units which are easily mastered.  The student makes a response after each and receives immediate feedback about his answer.  In the past, such courses were available in books or in teaching machines.  Now programed learning is available in computer programs as well.  Such courses allow for structured independent study.  There are many available  such as Switched on Schoolhouse, EDUSS Maths and English software (Australia) and countless others. Unshooling or Natural Learning method.  The unschooling approach is child-centered, rather than teacher directed.  Advocates believe that children can be trusted to direct their own learning and they do not require any study that the child doesn't choose.  However, parents do provide a rich environment of books, experiences and resources for facilitating learning and respond to their children's questions and interests.  Parents who accept God's commands to teach and train their children and the children to hear and obey their parents' instruction (Deut 6 & Proverbs 7:1-3) would need to adapt this method by supporting children's interest in the context of other instruction which the parent's greater wisdom deems is necessary. The Montessori Method.  Employs sensory-rich environments and hands-on experiental techniques.  It teaches that young people learn best when engaged in purposeful activity rather than being force fed information.  The method draws upon an understanding of children's cognitive growth and development and respects individuality and fulfills the needs of the "whole child".  It nurtures children to become self motivated, independent and life-long learners.  This method is practiced worldwide through Montessori Schools and homeschools. The Eclectic Method.  I have this one in large type because this is the one I use!   The eclectic method is very simply what the word means.  In home education terms, it means a gathering together of different elements from several methods of teaching to individualise a learning program for the student.  It takes into account the methods which work best for the family and the students gifts and interests.  There is no one electic method because for every person using it, there are different combinations of teaching and learning methods in use.  Some might choose, the textbooks method for math, living books approach for history, unit studies for Geography, natural learning for other subjects....  There is one style of eclectic learning which has been named "Leadership Education" and I will write about this in a separate category because this is the method I am currently pursuing for our own homeschool.  It combines elements of Charlotte Mason, Christian classical, Unit studies and interest directed education and really teaches the student how to think for themselves and discern with a Biblical worldview.  You'll have to read more on that in the other category.  As I learn and apply what it means to our family, I'll share it here on this blog. One of the best pieces of advice I ever got was "if it's not working, change it.  God can work miracles even through our worst mistakes and He will bless our efforts, however bumbling, if we are truly seeking to train up our children to love and honour Him." http://www.homeschoolblogger.com/journaloflife/400094/ Sun, 30 Sep 2007 01:14:00 -0500 http://www.homeschoolblogger.com/journaloflife/400094/   This is one of my favourite photos of one of my most favourite people in all the world!  My husband and best friend, Malcolm.  I thank the Lord continually for giving me such a wonderful man. http://www.homeschoolblogger.com/journaloflife/400088/ Sun, 30 Sep 2007 01:05:00 -0500 http://www.homeschoolblogger.com/journaloflife/400088/   This is Tess.  She's the fifth member of our doggy family.  She actually belongs to my mum but they both live with us in their own cottoge on our property.  We're a very close knit family and Tess spends just as much time down with us and the other dogs, as she does with her mum.  She has the run of two households.  She's our fly catcher.  When our Blue Heeler Butch comes too close to her and she doesn't like it, she jumps up at him and bites at his lips.  He backs off straight away!  Then he and his sister Belle, play "flip the Tess".  They get their nose under her belly and flip her up in the air.  It's usually then that she runs for "Nanny" (me) for protection.  We have a lot of fun with our dogs. http://www.homeschoolblogger.com/journaloflife/400087/ Sun, 30 Sep 2007 00:57:00 -0500 http://www.homeschoolblogger.com/journaloflife/400087/ This is the newest addition to our family.  Her name is Milly and she came to us after my husband's mum went to be with the Lord in January.  She's eight and we thought she would not settle in but she has adapted beautifully.  She's lost weight and now runs around joyously playing with the other dogs.  The Lord even answers prayer about dogs!  She is a mini-foxy cross. http://www.homeschoolblogger.com/journaloflife/400085/ Sun, 30 Sep 2007 00:48:00 -0500 http://www.homeschoolblogger.com/journaloflife/400085/